Готові списки джерел за темами / Language, communication and culture

Добірка наукової літератури з теми "Language, communication and culture"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Language, communication and culture"

1

Torop, Peeter. "Translation as communication and auto-communication." Sign Systems Studies 36, no. 2 (December 31, 2008): 375–97. http://dx.doi.org/10.12697/sss.2008.36.2.06.

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Анотація:
If one wants to understand translation, it is necessary to look at all its aspects from the psychological to the ideological. And it is necessary to see the process of translation, on the one hand, as a complex of interlinguistic, intralinguistic, and intersemiotic translations, and on the other hand, as a complex of linguistic, cultural, economic, and ideological activities. Translators work at the boundaries of languages, cultures, and societies. They position themselves between the poles of specificity and adaptation in accordance with the strategies of their translational behaviour. They either preserve the otherness of the other or they transform the other into self. By the same token, they cease to be simple mediators, because in a semiotic sense they are capable of generating new languages for the description of a foreign language, text, or culture, and of renewing a culture or of having an influence on the dialogic capacity of a culture with other cultures as well as with itself. In this way, translators work not only with natural languages but also with metalanguages, languages of description. One of the missions of the translator is to increase the receptivity and dialogic capability of a culture, and through these also the internal variety of that culture. As mediators between languages, translators are important creators of new metalanguages.
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2

Guessabi, Fatiha. "Language and Culture in Intercultural Communication." Journal of Gender, Culture and Society 1, no. 1 (October 2, 2021): 27–32. http://dx.doi.org/10.32996/jgcs.2021.1.1.5.

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Анотація:
Language is probably the best way of conveying a culture, both oral and written, in human societies. Language, written or oral, plays an essential role in developing a form of social knowledge, which is common sense thought, socially developed and shared by members of the same social or cultural characteristics. This common knowledge is sometimes called a social representation. Through language, man assimilates culture, perpetuates it or transforms it. Nevertheless, like every language, each culture implements a specific apparatus of symbols with which each society identifies. Culture is defined as the body of knowledge and behavior that characterizes a human society or a human group within a society. Different languages are necessary in order to preserve things such as culture; heritage and getting people from different cultures to dialogue may require intercultural mediation. These intercultural communications can be regarded as translation. Therefore, the relationship between language and culture is rather complex. Our article will discuss the relation between language and culture in intercultural communication which is translation in our case. Many ideas will be presented with examples to prove that language and culture are two faces to one coin. This research shows that language and culture are not competitors and not interdependent but complete each other.
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3

Lambros, Anna V., Joel Walz, and Jean-Pierre Piriou. "Rapports: Language, Culture, Communication." Modern Language Journal 75, no. 2 (1991): 258. http://dx.doi.org/10.2307/328857.

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4

Seiitbekova, Surmakan Seiitbekovna, and Orozbubu Mirzakmatova. "LANGUAGE, CULTURE AND COMMUNICATION." Bulletin of Osh State University, no. 2 (2022): 200–206. http://dx.doi.org/10.52754/16947452_2022_2_200.

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5

Reboul, Anne. "Language: Between cognition, communication and culture." Pragmatics and Cognition 20, no. 2 (December 31, 2012): 295–316. http://dx.doi.org/10.1075/pc.20.2.06reb.

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Анотація:
Everett’s main claim is that language is a “cultural tool”, created by hominids for communication and social cohesion. I examine the meaning of the expression “cultural tool” in terms of the influence of language on culture (i.e. the Sapir-Whorf hypothesis) or of the influence of culture on language (Everett’s hypothesis). I show that these hypotheses are not well-supported by evidence and that language and languages, rather than being “cultural tools” as wholes are rather collections of tools used in different language games, some cultural or social, some cognitive. I conclude that the coincidence between language and culture is due to the fact that both originate from human nature.
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6

Kozak, Alla, and Lyudmyla Blyznyuk. "INTERCULTURAL COMMUNICATION IN A GERMAN LANGUAGE STUDY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 143–46. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-143-146.

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The article deals with a study of intercultural communication formation problems in the process of learning German language. Foreign languages ​​in a modern society are becoming increasingly important, as well as the growing need for a high level of proficiency, but it is impossible to fully communicate with other cultures without knowing anything about the characteristics of this people. A foreign language is an effective factor in the development of personality in a multicultural space. As a phenomenon of the spiritual life of mankind, it plays a major role, it promotes the process of communication, socialization, professionalization and social adaptation. At the present stage of development of teaching foreign languages methods, researchers identify three main goals of teaching a foreign language as a language of international communication and communication itself. It is noted that a foreign language should be studied in an inseparable unity with the world and culture of the peoples who speak these languages. The main components of foreign culture include the following elements: everyday behavior; traditional household culture; traditions, as well as rites that can be perceived as traditions; national pictures of the world that reflect the specifics of perception of the world around; artistic culture, which can also be attributed to the elements of ethnography and ethnology. It is emphasized that it is necessary to use authentic materials for its mastering when including aspects of intercultural communication in the content of foreign language teaching. We have identified the following ways to simultaneously study of German language and culture by the students who have proven themselves best during the learning process: role-playing games, preparation of individual messages, group messages or dialogues, presentations of the topics, home reading, contacts with other cultures, general discussion, homework on a given topic. Thus, the emphasis in the educational process on the features of intercultural communication make foreign language classes more diverse, interesting, which leads to the increased learning motivation and perception of the real picture of the world.
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Niftulla qızı Qəribova, Mehbarə, and Zərif Qurban qızı Güləliyeva. "The role of culture and language in the teaching of intercultural communication." SCIENTIFIC WORK 70, no. 09 (September 21, 2021): 47–52. http://dx.doi.org/10.36719/2663-4619/70/47-52.

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Анотація:
The teaching of intercultural communication covers two broad areas of culture and language teaching. The ability to use different expressions is important in the teaching of intercultural communication, as discussions are conducted at a high language level. The teaching of intercultural communication in universities should facilitate intercultural cooperation and understanding among students. It is necessary to learn languages and cultures in the teaching of foreign languages in order to achieve intercultural communication and eliminate the misunderstandings that may arise as a result. Key words: intercultural communication, forms of behavior, language skills, culture and language, interactions
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Niftulla qızı Qəribova, Mehbarə, and Zərif Qurban qızı Güləliyeva. "The role of culture and language in the teaching of intercultural communication." SCIENTIFIC WORK 70, no. 09 (September 21, 2021): 47–52. http://dx.doi.org/10.36719/2663-4619/70/47-52.

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Анотація:
The teaching of intercultural communication covers two broad areas of culture and language teaching. The ability to use different expressions is important in the teaching of intercultural communication, as discussions are conducted at a high language level. The teaching of intercultural communication in universities should facilitate intercultural cooperation and understanding among students. It is necessary to learn languages and cultures in the teaching of foreign languages in order to achieve intercultural communication and eliminate the misunderstandings that may arise as a result. Key words: intercultural communication, forms of behavior, language skills, culture and language, interactions
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9

Kim Won Hoi. "Culture, Language and Intercultural Communication." Korean Journal of Slavic Studies 24, no. 2 (December 2008): 277–98. http://dx.doi.org/10.17840/irsprs.2008.24.2.011.

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Jasinski, Tomasz J. "Language, Culture, and Psychological Communication." Jung Journal 2, no. 2 (April 2008): 21–29. http://dx.doi.org/10.1525/jung.2008.2.2.21.

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Дисертації з теми "Language, communication and culture"

1

Leitch, David Gideon. "The politics of understanding language as a model of culture /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3331060.

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Анотація:
Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed Dec. 5, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 235-251).
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2

Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.

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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.
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3

Simpson, Thomas John. "Towards an ecology of context and communication : negotiating meaning and language education." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10021477/.

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Анотація:
In this thesis I set out to develop a social symbolic approach to context and communication which goes beyond a code-systemic perspective on language, and one of economic exchange in language use. I begin by reviewing relations between linguistics and language teaching, and the dangers to the latter when it becomes preoccupied with linguistic theory and description. I consider the potential of applied linguistics to synthesise key ideas from various language related disciplines in descriptively adequate accounts of communication in social situations. In the remainder of chapter one I examine a number of 'centrifugal' approaches to the analysis of language use, arguing a tendency for them to underestimate the importance of social symbolism in communication. Taking a range of social symbolic structures and processes in educational contexts as the starting point for 'centripetal' investigations, in chapter two I describe salient aspects of social symbolism in contexts of communication. These include contrasting social, educational and economic forces in educational institutions, conceptions of role and role relations between students and teachers, and structural symbolic features such as dominance and dependency within rites of transition. In chapter three I explore further aspects of social symbolism revealed in communication, such as identity and risk-taking. I also discuss criteria for developing and appraising models of 'an ecology of context and communication'. Chapter four deals with the notion of negotiating meaning as a key process in social encounters, and the influence of social symbolic factors on meaning negotiation in dyadic communication. Having explored important dimensions of social symbolism in both context and communication, along with implications for the negotiation of meaning, I argue the value of raising awareness of social symbolism in educational processes in the final chapter of the thesis. I address ways of incorporating major aspects of social symbolism into language education and discuss a range of issues involved in so doing.
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4

Garnier, Rowan Patricia. "Understanding logical connectives : a comparative study of language influence." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018628/.

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Анотація:
Operators called 'logical connectives' convey in a precise way the logical relationships between truth functional propositions and hence determine what can be inferred from them. Mathematical reasoning therefore relies heavily on their use. Whilst the operators are free of ambiguity, this is not so for the linguistic items (called 'linguistic connectives') by which they are codified. In English, at least, there is a widely reported mismatch between the logical concepts and the 'meanings' of the linguistic connectives with which they are frequently identified. This study compares the provision for expressing logical concepts in Japanese, Arabic and English and seeks to ascertain to what extent the problems reported for English are generalisable to the other two languages. It also aims to establish whether the concepts underlying certain logical connectives are 'more readily available' or 'better established' in the speakers of one or other of these languages and, if so, whether this can be attributed to differing provision in the lexicon. Two experiments were carried out using as subjects adults who were native speakers of either English, Japanese or Arabic. One was designed to determine to what extent the appropriate linguistic connectives in each of the three languages convey the associated logical concepts. The second compared performance on five concept identification tasks where the concepts tested were conjunction, inclusive and exclusive disjunction, the conditional and biconditional. The results indicated no significant differences between language groups in the understanding of the linguistic expressions of logical connectives. However, the Japanese language group consistently outperformed the other two groups in all five concept identification tasks and also offered descriptions of these concepts which were more succinct and less variable. Possible explanations for the superior performance of the Japanese group are suggested and some implications for the teaching and learning of mathematics proposed.
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Jabareen, Jennifer. "Investigating culture through story /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,299.

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Chang, Suzana. "The Influence of Cultural Factors Including Language on Business Outcomes: Perceptions and Experiences of New Zealand exporters in Asia with reference to South Korea." Thesis, University of Canterbury. School of Humanities, 2013. http://hdl.handle.net/10092/9373.

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This thesis examines the role of language and culture in international business. Through a theoretical framework, it investigates how these are integrated and argues that an understanding of the complexity of the relationship between language and culture in cross-cultural communication is crucial in international business, as essentially it provides an explanation as to what effective communication means. The premise that language and cultural barriers might be preventing New Zealand businesses from enhanced engagement in Asia was investigated using quantitative data obtained from an online survey of New Zealand exporters supported by qualitative data from case studies. The results revealed that New Zealand companies were expressing much apprehension regarding language and cultural barriers prior to entry into Asia but upon entry, they had found that the experience had not been as difficult as anticipated. English alone was sufficient for the most part, particularly during the early phases. However, if businesses wanted to commit fully on a long term engagement with Asia, then English alone was not enough because without the knowledge of the local language and culture, they could not communicate effectively to build long-term relationships. Faced with a rapidly changing, increasingly competitive multilingual global environment, this study suggests that New Zealand businesses will need to find practical solutions to best enhance their opportunities in Asia.
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Dailey, Phokeng M. "Communication, Somali Culture and Decision-making about the HPV Vaccine." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366284195.

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Rose, Céline G. "Maximizing communication for learning in an upper-division literature and culture course." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6846.

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Several researchers (e.g., Allen & Paesani, 2010; Maxim, 2009; MLA Report, 2007) argue that the language-literature divide limits language development in many foreign language departments and that the speaking skill is the most affected by this common two-tiered curriculum (Swender, 2003). This study investigates the implementation of the concept of collaborative dialogues in an upper-division Francophone literature and culture course to support the oral proficiency skills of the participants. It addresses research questions pertaining to (1) how they constructed their group conversations in terms of language and content, (2) the connections between their dialogues and whole-class discussions, and (3) their perspectives about their group conversations. Both whole-class discussions and weekly group dialogues, which took place outside of class, were video-recorded. The participants took an oral proficiency test at the beginning and at the end of the study and shared their opinions about the dialogues in two questionnaires and in stimulated recalls. The analysis of the data sources shows that the majority of participants focused heavily on content during their conversations. This finding differs from previous research on collaborative dialogues, which hosted many interactions about language and supported language learning. Based on their analytical abilities and proficiency levels, the participants of this study either reviewed previous class discussions or extended them by exploring additional material and adding prior knowledge to their arguments. Extending class discussions during outside-of-class dialogues was a scaffolding activity which better prepared the participants to contribute to subsequent class discussions. Questionnaires and stimulated recalls suggest that the participants enjoyed participating in weekly group conversations because it supported their comprehension of difficult class concepts and materials and helped them develop confidence speaking.
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Gynne, (Leppänen) Annaliina. "Effects of English as a Corporate Language on Communication in a Nordic Merged Company." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-8046.

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In the business world facilitation of corporate communication through the use of a single language has become almost a standard procedure. There is little knowledge, however, regarding how working in a language other than the mother tongue affects our thought processes and functionality at work. This study is an attempt to clear some issues around the subject.   The purpose of this study is to explore the impact of the corporate language, English, on managers’ communication within the organisation.  The target group includes Finnish and Swedish managers working at a Nordic IT corporation, TietoEnator. The study was conducted by combining theoretical material on communication, language and culture with the empirical results of 7 qualitative interviews.   The results show us that using a shared corporate language has both advantages and disadvantages. English helps in company internationalisation and in creating a sense of belonging, but also complicates everyday communication. The main disadvantage that English has caused is the lack of social communication between members of different nations in an unofficial level.   The main conclusion is that the corporate language is not at all times sufficient fulfil the social needs of the members of the organisation. Through this lack of socialisation it is possible that the functionality of the organisation loses some of its competitive advantage in the business markets.
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Dong, Pingrong. "Identity and style in intercultural institutional interaction : a multi-modal analysis of supervision sessions between British academics and Chinese students." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=56253.

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Книги з теми "Language, communication and culture"

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J, Piriou Jean-Pierre, ed. Rapports: Language, culture, communication. Lexington, Mass: D.C. Heath, 1985.

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2

Walz, Joel. Rapports: Language, culture, communication. 2nd ed. Lexington, Mass: D.C. Heath, 1990.

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3

Walz, Joel. Rapports: Language, culture, communication. 3rd ed. Lexington, Mass: D.C. Heath, 1993.

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4

J, Piriou Jean-Pierre, ed. Rapports: Language, culture, communication. 4th ed. Boston: Houghton Mifflin Co., 1997.

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5

Walz, Joel. Rapports: Language, culture, communication. 2nd ed. Lexington, Mass: D.C. Heath, 1990.

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6

L, Kunene E. C., Experiment in International Living, United States Action, and Peace Corps (U.S.), eds. Siswati: Communication and culture handbook. [Washington, D.C.?]: The Corps, 1985.

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7

1965-, Chung Leeva C., ed. Understanding intercultural communication. 2nd ed. Oxford: Oxford Univeristy Press, 2011.

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8

1947-, Hoffmann Charlotte, ed. Language, culture, and communication in contemporary Europe. Clevedon [Avon, England]: Multilingual Matters, 1996.

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9

Ruqaiya, Hasan, Martin J. R, and Halliday, M. A. K. 1925-, eds. Language development: Learning language, learning culture. Norwood, N.J: Ablex Pub. Corp., 1989.

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10

Kazumi, Hatasa, and Makino Seiichi, eds. Nakama 2: Japanese communication, culture, context. Boston: Houghton Mifflin, 2000.

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Частини книг з теми "Language, communication and culture"

1

Hinnenkamp, Volker. "Intercultural communication." In Culture and Language Use, 185–200. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hoph.2.17hin.

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Hanna, Barbara E., and Juliana de Nooy. "Culture and Online Communication." In Learning Language and Culture via Public Internet Discussion Forums, 19–49. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235823_2.

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3

Young, Tony Johnstone, Sara Ganassin, and Alina Schartner. "Culture and Intercultural Communication." In The Routledge Handbook of the Psychology of Language Learning and Teaching, 300–312. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429321498-27.

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4

Jackson, Jane. "Culture and the primary socialization process." In Introducing Language and Intercultural Communication, 26–52. Second edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351059275-2.

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Jackson, Jane. "Language, communication, culture, and power in context." In Introducing Language and Intercultural Communication, 53–79. Second edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351059275-3.

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Fong, Rebecca. "Intercultural Communication: Chinese Culture in UK Education." In Language, Power and Identity Politics, 146–66. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592841_8.

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Bamgbose, Ayo. "Language and cross-cultural communication." In Language Contact and Language Conflict, 89–101. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/z.71.05bam.

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Maude, Barry. "Language matters." In Managing Cross-Cultural Communication, 58–83. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34595-9_3.

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Maude, Barry. "Language Matters." In Managing Cross-Cultural Communication, 19–38. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-50747-1_2.

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Pierson, Herbert. "Language and Culture." In Language, Communication, and Intergroup Relations, 17–18. Routledge, 2018. http://dx.doi.org/10.4324/9781315142807-2.

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Тези доповідей конференцій з теми "Language, communication and culture"

1

Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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Анотація:
The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.
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2

Pribylova, Natalya G. "Communicative Competence Of Foreign Language Teachers In Communication With Disabled Children." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.82.

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Kurovskay, Yulia G. "Creating A Culture Of Foreign Language Scientific Communication: Semiological Aspect." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.50.

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Gao, Bei, Wei Zhou, and Wen Liu. "Politeness, Language and Culture." In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.039.

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Goncharova, Victoria A. "Verbal Manipulation In The Context Of Teaching Intercultural Foreign Language Communication." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.19.

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RÎBU, Roxana. "THE ROLE OF THE CULTURAL MEDIATOR IN REDUCING THE DISTANCE BETWEEN ROMANIA AND CHINA." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/04.02.

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In Romania, the interest for the Chinese language and culture within the civil society is considerable. In order to meet this demand, the institutional efforts made by specialists at the level of schools and universities down to the language teaching centres of other cultural institutes is combined with the activity of cultural mediators. In this paper I will try to present the versatile role of the cultural mediators, as engaged in the dissemination of the Chinese language and culture in the broader context of literary translations and the whole cultural phenomenon brought about by the dialogue with China.
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Tareva, Elena G. "Individual Style Of Language Learners' Listening Ability In The Context Of Intercultural Communication." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.102.

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LAPOSINA, Emilia, and Olesea FRUNZE. "The importance of intercultural communication skills for refugee integration." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p201-207.

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Because refugees come from different regions with their own cultural, religious, linguistic practices, the new social culture of the host country may conflict with their home culture, causing tensions between those communities and language barriers between individuals or groups, which raises the issue of intercultural communication. mainly in front of social assistance professionals. In order to have a smooth communication - without obstacles - a common language is needed. But "language" does not just mean vocabulary, it also implies specific rules for organizing speech, as well as a certain meaning assigned to words.
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Nordlund, J. "The influence of language and culture on written communication." In IPCC 98. Contemporary Renaissance: Changing the Way we Communicate. Proceedings 1998 IEEE International Communication Conference. IEEE, 1998. http://dx.doi.org/10.1109/ipcc.1998.726950.

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Yang, Lijun. "The Effect of Western Diet Culture on Chinese Diet Culture." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.169.

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Звіти організацій з теми "Language, communication and culture"

1

Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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2

Lazear, Edward. Culture and Language. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, and Romain Wacziarg. Ancestry, Language and Culture. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, and Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada634222.

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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters, and Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada634202.

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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7167.

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Bhavsar, Kartik, Reanna Poncheri Harman, Amber Harris, Kathryn Nelson, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada634193.

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